ABSTRACT
Like all disciplines, teaching quality in Art, Design and Media has become increasingly codified by internal and external reference points including the standardisation of documents that articulate what teaching quality in the discipline refers to and the standards of attainment at each level of learning. The same is true of assessment and teaching practice in these disciplines. Despite the necessity and rigour of these approaches, they fall short of a method for understanding quality that captures the entire system of education in Art, Design and Media. Understanding quality in Art, Design and Media must contend for instance with the less articulate but fundamental presence of tactic knowledge in teaching and learning and the wider social experience of learning in Art, Design and Media disciplines. This chapter will identify how ideas about quality are practised in teaching and learning in Art, Design and Media and the challenges this poses for the quality assurance systems of the university.
